Hydraulic Fracturing And Natural Gas - 1264 Words

Hydraulic fracturing, or â€Å"fracking† is a drilling process that allows access to unconventional oil and natural gas reserves that would otherwise be inaccessible. Limestone, sandstone and shale far below the ground contain natural gas. This gas is formed as dead organisms in the rocks are decomposed. We can capture this gas at the surface when the rocks that contain the gas are drilled. To increase the flow of released gas, drillers use pressurized water to break the rocks apart, â€Å"fracturing† them. Initially this was sometimes done through detonating small explosions in the wells to increase the flow of gas to the surface. Around 1940, oil and gas drilling companies started fracking the rocks through pumping a high pressure water, sand and†¦show more content†¦Also, water from gas wells often returns to the surface containing low, but measurable radioactive elements, and huge concentrations of salt. Economic Benefits/Liabilities Some potential benefits of fracking include job creation, increased income and wealth for those who sign gas leases on privately owned land, expanded local business opportunities for those who directly and indirectly service the energy industry. This could be for example construction workers, hotels and restaurants. Another benefit is rising tax revenue for communities. US oil and gas producers are struggling with persistently low natural-gas prices and a roughly 50% drop in the price of crude oil in the past year. The huge drop in oil prices has caused many drillers to do drastically cut their budgets, including laying off workers. Some firms are also struggling with higher costs of storing fracking related waste due to stricter regulations. Water, Climate Hydraulic fracturing requires 2-10 million gallons of water per well per fracture, which raises concern over water resources and quality. Some of the concern is about depletion of groundwater sources, but there are also a concerns about contamination of subterranean and surface water. (Boudet, H, 2013) Inadequately treated drilling wastewater with potentially toxic materials; surface spills of chemicals etc is getting released into rivers and streams. (Osborn et al., 2011) Instances of water contamination have been

Police Brutality - 1865 Words

Police Brutality is Prevalent Background Information Over the recent years, police have been one of the organizations to be associated with the largest cases of misconduct. Police brutality can be termed as the process of misuse and abuse of authority by the police. The rising cases of police brutality are causing more harm to the public, compared to the actions perpetrated by real criminals. Although police claim that it’s sometimes necessary to curb crime, the process is illegal and police officers should be charged just like any other criminal offender. It should be the responsibility of the justice system to establish effective strategies to deal with the rising illegal activities in order to restore public trust in the law†¦show more content†¦Police officers in a crime prone region and in areas with extreme rowdy criminal behavior may develop some degree of dislike for the law breakers and their approach to dealing with the criminals may be brutal. In such situations, the police officers enforcing law and order ac t based on their emotions rather than their professional expectations. The gradual dislike leads the police officers to always contemplate on ending the rising crime and in the end; they find themselves using excessive force, even in situations where force was not needed. The SWAT team is one response unit that is trained and psychologically prepared to deal with tough and resisting criminals. In addition, the response team is issued with specific orders to use excessive force when necessary; especially if they note that, the criminals are dangerous and may harm others. The above reasons police have also been known to use excessive force is because they think that they are above the law. Due to the power vested in the police to deal with all types of crimes and to carry weapons, they soon develop the notion that they are above the law and end up misusing their powers instead of protecting the public. In addition to the feeling of being above the law, there are no practical and effective internal accountability mechanisms to regulate the excessive use of force by the police officers. Many police officers take advantage ofShow MoreRelatedThe Causes Of Police Brutality810 Words   |  4 Pages Police brutality remains to be one of the most abused human rights in the US.Police have actet out in ways that have made people wonder â€Å"Are officers of the law really doing there job?† Over takats African Americans have gotten discriminated .But for over 50 years those who are to protect us are not.One of the reasons that The media contributes to police brutality is by leaving some stories untold or even change it which then leaves an false impression for the readers . The Media only reportsRead MoreA Report On Police Brutality1367 Words   |  6 PagesStudent Name Instructor Date Course Police Brutality There is various forms of human rights violation currently in the United States, however; Police abuse remains the most serious of them all. Police brutality is, therefore, the use of excessive force or even unnecessary force by the police while they are dealing with civilians. People are left wondering if the police are doing the jobs they were appointed to do under the law. They act in ways such as the use of guns and pepper sprays to intimidateRead MorePolice Brutality1569 Words   |  7 PagesPersuasive/Policy/Problem/Cause/Solution Central Idea/Thesis: Police brutality should be regulated with greater strength and objectivity. INTRODUCTION I. Police brutality is constantly made known to us all through mass media, but I hadn’t ever taken the time to truly grasp the severity of it until it hit close to home. A. Three weeks ago, a close family friend was brutally beaten in front of his children at a family gathering by the police. B. My purpose is to persuade my audience that police brutality should be regulated with greaterRead MorePolice Brutality And The Police Essay940 Words   |  4 Pages Police brutality refers to the use of excessive force against a civilian. The controversies that surround the topic of police brutality relate to different definitions and expectations over what is meant by excessive force. Indeed, police officers are expressly authorized to use necessary, reasonable force to perform their duties. As Jerome Skolnick, an influential police scholar in the United States, underscores: â€Å"as long as members of society do not comply with the law and resist the police, forceRead MorePolice Brutality And The Police851 Words   |  4 Pagesthe police, your opinion may vary. Let me ask you a question about our police force. But keep this in mind, in October 2015 alone, there was 81 deaths by the police. With that being said, who’s to protect us from whose protecting the block? I don t care who you are, you have to be able to realize nowadays that the police brutality is getting out of hand, that the power surge is growing and growing. Look around, there s an increase of civilians death via cops, an increase of reports of police wrongdoingRead MorePolice Brutality2853 Words   |  12 PagesPolice Protality: Introduction Police brutality has been and continues to be of major concern in society. First of all, police brutality is a term used to describe the excessive use of physical force, assault, verbal attacks or slurs, and threats by any law enforcement officer. Efforts to police communities, throughout history, have been tainted by brutality ans abuse of power to some degree. The term police brutality is commonly used very loosely to any and all forms of policeRead MorePolice Brutality1263 Words   |  6 Pagesï » ¿Police Brutality Did you know that Police brutality is the intentional use of excessive force, usually physical, but potentially also in the form of verbal attacks and psychological intimidation, by a police officer? Despite major improvements in police practices (since 1981) reports of alleged police misconduct and abuse continue to spread through the nation. Police Brutality still goes on around the world today with improvements of enforcing police brutality in police departments. There haveRead MorePolice Brutality Over The Years1458 Words   |  6 PagesIt feels as if nothing has changed about police brutality over the years. The usual cycle is that juries acquit the police, cops get their jobs back, and brutality happens again. One of the most broadcasted cases of police brutality, was the beating of Rodney King. On the night of March 2, 1991, a bystander named George Holiday, videotaped the moment when five officers used excess force on an African American man named Rodney King, beating hi m with batons as he struggled on the ground. Also, it wasRead MorePolice Misconduct and Police Brutality985 Words   |  4 Pages We hear about police misconduct case and wonder, Why don’t they do anything to stop this? Many say that we should keep the police officers’ perspective in mind. Others say that these actions are due to racism or post 9/11 paranoia. Whatever the excuse may be for these cases, there should be no need for violence anywhere. Police brutality videos go viral and reveal to the world that it actually happens and that it may happen to you too. This pervades people with fear and anger because theirRead MorePolice Brutality And Police Violence Essay1392 Words   |  6 PagesPolice brutality and police militarization have become a hot topic in the United States of America. There are many cases where police officers motives are being questioned, leading the public into an uproar. Just to name a few of these cases, we have Micheal Brown from Fegurson, Missouri, that started it all, which took place on Augest 19th, 2014. We also have Eric Garner from New York, taking place Jul y of 2014. July of 2016, Alton Sterling of Baton Rouge and Walter Scott from South Carolina in

Media Violence Persuasive free essay sample

Is Your Child Exposed to Media Violence? We live in a society where violence is meticulously and silently engraining in our daily lives. As time progresses, the entertaining media that children and adolescents have access to everyday such as movies, commercials, TV shows, children’s cartoons, video games, toys, etc. become more and more violent. Media violence negatively affects the behavior of those exposed to it, especially children and teenagers who experience violent media on an everyday basis. With the new generations being born and raised in a society where violence is widely accepted and expressed, children are showing violent behavior in earlier stages of life, which often begins with verbal threats or minor incidents, but over time it can involve physical harm. Violent behavior is very damaging, both physically and emotionally and includes physical, verbal, or sexual abuse. It has been researched and concluded media violence has not just increased in quantity; it has also become more graphic, sexual, and sadistic (Media violence: facts, 2005). With every action comes a reaction and with this explosion of violent charged content, it can be automatically concluded that there are dangerous repercussions to opening the door to violence, starting with children and youth.  » By the time the average child is eighteen years old, they will have witnessed 200,000 acts of violence and 16,000 murders(Media violence: facts, 2005). It is very common for children to have superheroes, or some kind of aggressive male as role models in every culture. Violent acts presented regularly directly or indirectly (via television, commercials, etc) by an infant can be crucial in their perception of reality. â€Å"Almost half (44%) of both boys and girls reported a strong overlap between what they perceive as reality and what they see on the screen† (Media violence: facts, 2005). As developing children it is hard to distinguish what is reality to what is fantasy and not real, usually the media presents violence as acts of cruelty that have minimal, if any, immediate repercussions to its doers. This is embedded in the child’s head and it is made-belief in his or her reality that violence is a normative way of resolving conflict in real life with no real punishment or persecutions. Unfortunately this case scenario is far too common than not in today’s society and thus, a more hostile environment is being produced. For many children of newer generations who experience violence not only in their television set but also at home, among siblings, parents, etc. iolence seems like a rational and natural way of arguing, whereas a child who does not experience violence first hand but that is exposed to it by means of television still respond to it as invigorating. When there is an extreme correlation with violence, a person, but especially children in this case experience violence desensitization. It is suggested by several experts in the subject that when one has been exposed to violence in the past, usually people become â€Å"desensitized† by creating, witnessing, or hearing about acts of violence. This phenomenon causes the person’s feelings of guilt and consciousness to numb. It would be the hypothesis of the present authors that prolonged exposure to violence stimuli as depicted on television and in the movies, not necessarily coupled with relaxation and counterconditioning, reliably produces desensitization, with standard psychophysiological instruments being used to measure arousal/nonarousal to a standard violence stimulus† (Cline, Croft, Courrier, 1973). In a test done to boys in order to find the correlation between violent television exposure and response to violence, it was found that those with low television exposure responded emotionally more aroused than those who were highly exposed to television.Proving once again that violence in movies, television shows, video games, etc. although might look in defense at times to parents but are in fact, highly affecting the children that are exposed to them in their responses and behaviors throughout the rest of their lives. This kind of violence is not a new emerging behavior to humans. Violence has existed since history can recall, it has served humans as a way to defends themselves against predators and enemies throughout times. With the increasing cases of youth violence in our society, such as homicides, school hootings, gang affiliation, etc. it is imperative to know what is behind youth violence, and what is triggering or evoking at risk youth and to know how is the media correlated. â€Å"Over the past 30 years there has been extensive research on the relationship between televised violence and violent behavior among youth. Longitudinal, cross-sectional, and experimental studies have all confirmed this correlation. Televised violence and the presence of television in American households have increased steadily over the years (Beresin, 2009). Increased television usage along with increased television violence causes in children violent tendencies in an attempt to duplicate what they see on television, creating youth violence. Nowadays, television usage, especially in children, has skyrocketed. It is more and more common to have television sets even in the children’s own room, making it harder for the parents to control what their children watch on it. â€Å"The typical American child will view more than 200,000 acts of violence, including more than 16,000 murders before age 18† (Beresin, 2009). In television, violence seems like a good way to end a conflict between people, and most of those who use violence are highly rewarded for their violent behavior. Children are ought to believe that in reality violence is the way to end conflict and that in doing so they need to be rewarded instead of corrected. There is a fine but real line between what is healthy and not in television for children to watch, with big prosecutions that in the long run include police involvement, jail, and ultimately death. Furthermore, death is not only one of the causes of youth violence; in present time death is also the most common. â€Å" In the year 2000, violence suicide, homicide, accidents, and assaults was the leading cause of death among young people† (Media violence: facts,† 2005). If none of the above statements made against media violence have been convincing, this should at least be shocking to most. How is it possible that living in a society where we call ourselves superior and modernly developed, acts of violence account for the most part of youth deaths? And not only that but nothing is done to change this pattern. It could be arguable that the youth’s violent behavior involved with the deaths mentioned is not necessarily correlated with violence in the media, but to a genetic disparity. Even though this could be it has been researched that â€Å"very young children will imitate aggressive acts on TV in their play with peers† (Beresin, 2009). These aggressive imitation soon outgrow from just play to real case scenarios when the children grow up, causing atrocious effects. Media violence and its consequences are real and tangible. And more often than not children are exposed to media violence for constant, long, unsupervised periods of time mainly through television. Parents of children who regularly watch television unsupervised should take into account the harsh persecutions that television might have on children in the long and short run. Children might not be able to distinguish what is real to what is not when too much time has been spent watching violent television shows, when this occurs desensitizing of violence usually is part of the process as well. These bring harsh consequences that most often than not, parents do not realize or are not aware of. An example of this is the strong correlation between media violence exposure and youth violence and â€Å"at risk† youth, an especially the deaths caused by violence, being that these are the first cause of death among young people. It is imperative to do something about the message that we are portraying to our children, and change the pattern of current behavior that is causing violence exposure to children from an early age. By controlling what children see in television, it is easier to regulate and target the violence in the television shows children watch. A limit time of watching television should be enforced, nothing more than two hours daily. There are chips or paid services that enable parents to regulate the programs watched by children on television. Although all of the attempts mentioned above may not be entirely trusted, educating children at school and at home critical thinking skills to put under a magnifying glass all the violence content they see and are exposed to in television will change entirely the way they view and interpret violence.

The opening of Educating Rita Essay Example For Students

The opening of Educating Rita Essay Educating Rita is a 1970s play, which tells the story of a young woman, who pursues her dream of getting an education and moving up in the world. She embarks on an Open University course, and is tutored by a University professor, named Frank. The differences between Frank and Rita are emphasised straight from the opening of the play, and the first recognisable difference to the audience is the accent and dialect of the two characters. Frank is a well spoken, RP speaker, which would be almost essential for a man of his profession in the 1970s. He uses no slang words and speaks proper English. We will write a custom essay on The opening of Educating Rita specifically for you for only $16.38 $13.9/page Order now Rita on the other hand is an eccentric scouser who speaks with her broad, regional accent and speaks almost completely in regional slang. The other major difference in the play is the difference in class of the two characters. As mentioned, Rita is a young working-class woman and Frank is an older Middle-Class man. Frank has the highly respected profession of a university professor whereas Rita is a local hairdresser. Today, anyone watches any television they feel like, conversely, in the 1970s there were only two television channels available to the minority of the public who owned a television. These were BBC and ITV. BBC was, and still is, a government run television channel, which was designed to educate the public. It was aimed at middle-class people who felt the need to learn prioritised over the need to be entertained, as was the view of the BBC. This is the channel that Frank will have watched. ITV however, was designed purely for entertainment purposes, it was, and still is regarded as an entertainment channel. It was created to entertain families on Saturday nights and in the evenings. This was Ritas preferred television channel. We learn of the characters television preferences when Rita says to Frank Its all BBC with you isnt it? i Frank is seemingly taken aback by Rita on her arrival, unsure of how to respond to her. This is clearly expressed by his first words to her Erm yes, I Suppose I always mean to ii. This will be because Frank will have spent his life around middle-class people and the majority of students at university in the 1970s will have been middle-class. Rita however has not had such an upbringing and has a very different lifestyle to that of a typical 1970s student. She is wildly eccentric and has a very loud personality. We learn of her poor upbringing and how she fell victim to both peer pressure and the government education system. In the 1970s, the education system in Britain was extremely different to the one that we are used to today. At the age of eleven all children took an exam known as the 11+ exam, and depending on the results that a child got in these exams, they went to either a Grammar School or a Secondary Modern. Frank, will have passed these exams and proceeded to the Grammar School, where he would have been given a very good education and would have had the option to take O level exams and then A levels. Being successful in both of these external exams, Frank then moved on to University and graduated with a degree. With a degree, Frank along with every other person who earned one, was then given the one thing vital to a good lifestyle. They all get a choice of what they can do with their lives. However as the audience soon learns Frank has failed to use this to his full potential. He ends up suffering from depression, and being an alcoholic, thus making his life a misery, something which, he could so easily avoid. .uc6c778e8cc1ccbee43da033b0884fc2f , .uc6c778e8cc1ccbee43da033b0884fc2f .postImageUrl , .uc6c778e8cc1ccbee43da033b0884fc2f .centered-text-area { min-height: 80px; position: relative; } .uc6c778e8cc1ccbee43da033b0884fc2f , .uc6c778e8cc1ccbee43da033b0884fc2f:hover , .uc6c778e8cc1ccbee43da033b0884fc2f:visited , .uc6c778e8cc1ccbee43da033b0884fc2f:active { border:0!important; } .uc6c778e8cc1ccbee43da033b0884fc2f .clearfix:after { content: ""; display: table; clear: both; } .uc6c778e8cc1ccbee43da033b0884fc2f { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uc6c778e8cc1ccbee43da033b0884fc2f:active , .uc6c778e8cc1ccbee43da033b0884fc2f:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uc6c778e8cc1ccbee43da033b0884fc2f .centered-text-area { width: 100%; position: relative ; } .uc6c778e8cc1ccbee43da033b0884fc2f .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uc6c778e8cc1ccbee43da033b0884fc2f .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uc6c778e8cc1ccbee43da033b0884fc2f .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uc6c778e8cc1ccbee43da033b0884fc2f:hover .ctaButton { background-color: #34495E!important; } .uc6c778e8cc1ccbee43da033b0884fc2f .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uc6c778e8cc1ccbee43da033b0884fc2f .uc6c778e8cc1ccbee43da033b0884fc2f-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uc6c778e8cc1ccbee43da033b0884fc2f:after { content: ""; display: block; clear: both; } READ: Romeo and Juliet - Romeos' diary EssayThe alcohol, despite being Franks greatest joy has also, ironically, been the unequivocal cause of his personal self-destruction. Rita on the other hand will have taken her 11+ exams under severe peer pressure from her friends. They were not bothered by school, and if Rita wanted to remain friends with them she would have to fail the exam and move on to the Secondary Modern. We become aware of her struggle with peer pressure when she says I would have had to have become different from me mates, an thats not allowed. iii She gave into her peer pressure, failed the exams and veered off the path to Higher Education. At Secondary Moderns, students took a more vocational course of education, there were very few, if any external exams and no 6th form, meaning Higher education was not an option. This was the most common route for teenagers in the 1970s as only 5% of the population went on to Higher Education, with 95% of pupils leaving at 15 or 16 and moving into the world of work. The children who came out of the Secondary Modern, were sent straight into the world of work and did not have the choice of a better lifestyle, that the Grammar School children were given, due to their lack of qualifications. Rita is one of many people who was forced down a set route, with no chance to turn back. This is when she becomes to determined to turn her life around. Until the 1970s once you had finished school, there was nothing you could do to get a qualification. However, Howard Wilson (the Labour Prime Minister whose terms in office ran from 1964 to 1970 and from 1974 to 1976), helped set up the Open University, which allowed people of all ages to get a degree and improve their lives for the better. When it first opened, it was free, open to anyone and no qualifications were needed, thus making it the perfect opportunity for hundreds of people to turn their lives around. This is Ritas path to her education, which is how she meets Frank. Both Frank and Rita are involved in relationships throughout the course of the play, however neither of them are going well. For different reasons, their relationships are crumbling. Rita is married to Denny, a working class man who is perfectly satisfied with his life. However, once Rita joins the O. U. he begins to get wary of her. He doesnt want Rita to change. He wants the two of them to settle down and raise a family. Whereas Rita wants to get her qualifications and turn her life around before raising a family. Denny, unable to see why Rita is so fond of her education, gets more and more frustrated with Rita, we learn of this when Rita says hes wonderin where the girl he married has gone toiv eventually has enough and leaves Rita. Alternatively, Frank has already been through what Rita experiences in the play. He has been married but was divorced because of his alcohol addiction. He is currently in a relationship with one of his former students, however like his marriage, this relationship seems to be crumbling due to his unprecedented addiction of alcohol. At the very beginning of the poem, Rita struggles to get into Franks office, when the door will not open. Its that stupid bleedin handle on the door. v When first watching the play, the audience will see this as nothing more than a bit of humour, but as the play progresses it can be seen that the room is a metaphor, for education and one major difference between the two characters is their opinion and view on the room in which the play is set. .u2f506fcc4bb625a3dc5421ca16ecea0e , .u2f506fcc4bb625a3dc5421ca16ecea0e .postImageUrl , .u2f506fcc4bb625a3dc5421ca16ecea0e .centered-text-area { min-height: 80px; position: relative; } .u2f506fcc4bb625a3dc5421ca16ecea0e , .u2f506fcc4bb625a3dc5421ca16ecea0e:hover , .u2f506fcc4bb625a3dc5421ca16ecea0e:visited , .u2f506fcc4bb625a3dc5421ca16ecea0e:active { border:0!important; } .u2f506fcc4bb625a3dc5421ca16ecea0e .clearfix:after { content: ""; display: table; clear: both; } .u2f506fcc4bb625a3dc5421ca16ecea0e { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u2f506fcc4bb625a3dc5421ca16ecea0e:active , .u2f506fcc4bb625a3dc5421ca16ecea0e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2f506fcc4bb625a3dc5421ca16ecea0e .centered-text-area { width: 100%; position: relative ; } .u2f506fcc4bb625a3dc5421ca16ecea0e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2f506fcc4bb625a3dc5421ca16ecea0e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2f506fcc4bb625a3dc5421ca16ecea0e .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u2f506fcc4bb625a3dc5421ca16ecea0e:hover .ctaButton { background-color: #34495E!important; } .u2f506fcc4bb625a3dc5421ca16ecea0e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u2f506fcc4bb625a3dc5421ca16ecea0e .u2f506fcc4bb625a3dc5421ca16ecea0e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2f506fcc4bb625a3dc5421ca16ecea0e:after { content: ""; display: block; clear: both; } READ: Monotonous vault EssayFrank sees the room from a very negative viewpoint, he feels trapped in it, like a prison and cannot escape, where as in the opening of the play Rita cannot get in to the room. This emphasises the determination of Rita and how much she wants a change. While Frank, despite the obvious poor state that he is in, is complacent with his life and does not want to change. Change is the main focus of the play and there are two very thought provoking quotes, both of which show change from a different perspective. The first we could sing better songsvi is said by Ritas mother. It shows her craving for change in a metaphorical sense, as one can see the songs as being their lives, and how they could be living better lives instead of living on a council estate, spending evenings in a pub. This quote seems to encourage Rita to change her life for the better and make life better for her family, something that Frank has no interest in whatsoever. However, the second quote regarding Change is said in Act 2 Scene One by Frank and is in relation to the office and its metaphorical purpose. If you must open the windowvii The window symbolises escape from the room and a way out. Soon after this quote, Frank claims It hasnt opened for generationsviii which further emphasises that Frank is trapped in the room and cant escape, and at the beginning of the play Frank claims that he sometimes gets an urge to throw someone through itix this could be seen as Frank saving his students from becoming like him and helping them expand and use their choices wisely. Another difference regarding the office, is that Rita is excited by the prospect of being in there, and even says Im gonna have a room like this one dayx Again, on first viewing, this will seem like Rita talking about her life after education. However, on another level, it is Rita talking about how she will fulfil her goal of becoming an educated women, and that she will be like Frank, an educated, respectable middle-class citizen. Frank, however is bored by the room but due to his complacency and his failure to use the choice he has, he seems to have become part of the room itself. However despite this he has grown so used to the room he even fails to notice certain things. This is shown at the beginning of the play when Rita points out a picture to him and he replies Actually I dont think Ive looked at it for about ten years I conclude this essay by saying that Frank and Rita have many differences, furthermore, their biggest difference is their aspect on change. Rita feels as if she can sing better songs and change her life for the better, whereas Frank is complacent with his life despite his obvious state of depression.